<p>Prekindergarten Unit – How Things Change Lesson Seeds: Week 2 days 3, 4&5</p><p>Text - Matthew and Tilly by Rebecca C. Jones (Alternate text Chameleon’s Colors by Chisato Tashiro) Big Question: How do characters in stories change? RL.PK.3 With modeling and support, identify characters, settings and major events in a story. W.PK.1 With modeling and support, use a combination of drawing, dictating, or developmentally appropriate writing to share an opinion about an experience or book. SL.PK.2 Confirm understanding of a text read aloud or information presented orally or through other media, by asking and answering questions about key details with modeling and support. RF.PK.4 Engage with a variety of texts with purpose and understanding.</p><p>Day Three</p><p>Student Outcomes  The students will identify changes in story characters, both physical and emotional  Students will draw/write about a time they played with a friend  Students will answer questions about the text</p><p>Teacher asks students to identify friendship traits. How do you know someone is your friend?  Teacher Reads -Matthew and Tilly.  Class discussion: o Who are the main characters in the story? o Are Matthew and Tilly friends? o What events in the story tell you that they are friends? How do you know? o What was the big problem for Matthew and Tilly? o How did they solve the problem?  Teacher will model drawing and writing about a time she was with a friend.  Students will draw/write about something they did with a friend.</p><p>Day Four Text - Matthew and Tilly by Rebecca C. Jones (Alternate text Chameleon’s Colors by Chisato Tashiro) RL.PK.2 With modeling and support, retell familiar stories/poems. RL.PK.3 With modeling and support, identify characters, settings and major events in a story. SL.PK.2 Confirm understanding of a text read aloud or information presented orally or through other media, by asking and answering questions about key details with modeling and support. RF.PK.4 Engage with a variety of texts with purpose and understanding.</p><p>Student Outcomes  The students will use illustrations to retell the story with teacher support  Students will identify major events in a story through the use of dramatization</p><p>Teacher will summarize Matthew and Tilly using the story illustrations and the think aloud strategy to recall events in the story. Teacher will elicit student’s verbal assistance to retell the story.  Class discussion: o Use illustrations to discuss- o What are some things Matthew and Tilly do together? o How do Matthew and Tilly feel at the beginning of the story? o How do they feel in the middle of the story? What problem changed their feelings? Did Matthew and Tilly like playing alone? Why? Did their feelings stay the same or did they change at the end of the story? How do you know?  Teacher will re-read the portion of the story where Matthew and Tilly have a disagreement.  Students will role play the events that caused the disagreement and the words exchanged by the characters</p><p>Day 5 Text – Memoirs of a Goldfish by Devin Scillian (alternate text- House for Hermit Crab by Eric Carle)</p><p>RL.PK.1 With modeling and prompting, answer questions about details in a text. RL.PK.9 With modeling and support, compare adventures and experiences of characters in familiar stories. RF.PK.4 Engage with a variety of texts with purpose and understanding</p><p>Student Outcomes  The students will use illustrations to retell the story with teacher support  The students will compare characters experiences and actions in Matthew and Tilly to Memoirs of a Goldfish</p><p>Teacher reads Memoirs of a Goldfish  Using illustrations discuss: o How does the goldfish feel at the beginning of the story? o What problem does the goldfish discover? o How does he solve the problem? o What happens when all of the animals and things join the goldfish in the bowl? o How does the Goldfish feel when he moves to a bigger tank? o How is this story like Matthew and Tilly? o Do the characters have the same feelings? o How do their feelings change?</p>